Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.
K = What do you know?
Games are effective. They are engaging, interactive, allow for a diverse group of students to participate and can motivate even the most difficult students.
You can use games to assess how much the students have learnt.
W = What do you want to learn?
How to incorporate games into my program and link them to the outcomes.
More about Gamification and how to further incorporate it in my classroom.
L = What have you learned? (we'll do this last one later)
That I have been using Games Based Learning without realising GBL was a thing
Gamification
The difference between GBL and Gamification
The 4 Keys to fun
The 12 elements of gaming
Reflection
I agree with everything in Level one.
I am only new to teaching but I know games are effective and I have already been working on creating and re-purposing classic games to be used in my classroom. At the moment they are used as a filler or reward. I would like to incorporate them further into my programs.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Outcomes: students can Read simple Rhythms.
Benefits of Gamification.
- Students are more engaged in the content and having fun.
- students don't realise they are being informally assessed.
This can be done through "Structural gamification" by creating stepping stones. each student has to clap a pattern correctly to get to the next stone.
- Competition, Win state
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Even if it is a topic you don't usually enjoy Games create a fun, competitive, social atmosphere that can engage most people. for this reason games would be useful for the "less interesting" topics within a subject.
I have used Music Jenga to get my students adding note lengths (links to Maths and gets students memorising how many beats each note symbol equals) and clapping Rhythms.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
Students recognise and use common symbols in music. Also Links to Maths with addition.
This game requires brief prior knowledge of note lengths but also reinforces how many beats each note length is worth.
MUSIC JENGA
Tower is marked with different note lengths
crotchet = 1 beat
2 quavers together = 1 beat
minim = 2 beats
Whole note = 4 beats
Large side of blocks marked with simple 4/4 or 3/4 time rhythms.
- students roll die to tell them how many Beats need to be pulled from tower. Depending on the number students may need to pull more than one brick. They must add the note values to get the correct number.
- before placing the brick/s on top of the tower students must correctly clap their pattern/s.
- The person to knock over the tower loses and the person who went before them becomes the winner. The winner gets to start the next round.
Students can help other students if they are stuck on a pattern.
This allows students of all levels to participate in the game.
Description of your audience
Year 1 and 2
Motivated by fun and competitive activities.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
2 x 40 min Lesson
Game can also be used as a reward lesson and used to informally assess students.
Game Elements
D: Constraints, relationships
M: Competition, Challenges, win state.
C: Advantage over others. Winner Gets first turn of next game.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Purposefully built. includes Serious/Social Fun
Students are serious about getting the patterns right so that they can continue the game. Social because students can work together to help students who are stuck. you can only lose if you knock over the tower.
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
Reflection
I agree with everything in Level one.I am only new to teaching but I know games are effective and I have already been working on creating and re-purposing classic games to be used in my classroom. At the moment they are used as a filler or reward. I would like to incorporate them further into my programs.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.- Students are more engaged in the content and having fun.
- students don't realise they are being informally assessed.
- Competition, Win state
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Gamification<GBL
DYNAMICS: Progression
MECHANICS: Challenges, Competition, Rewards
COMPONENTS: Achievements, Points, Levels
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
<GLB
DYNAMICS: Narrative, Progression
MECHANICS: Feedback, competition, win states, cooperation
COMPONENTS: Achievements, "Exit Tickets"
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
MUSIC JENGA
Tower is marked with different note lengths
- crotchet = 1 beat
- 2 quavers together = 1 beat
- minim = 2 beats
- Whole note = 4 beats
Large side of blocks marked with simple 4/4 or 3/4 time rhythms.- students roll die to tell them how many Beats need to be pulled from tower. Depending on the number students may need to pull more than one brick. They must add the note values to get the correct number.
- before placing the brick/s on top of the tower students must correctly clap their pattern/s.
- The person to knock over the tower loses and the person who went before them becomes the winner. The winner gets to start the next round.
Students can help other students if they are stuck on a pattern.
This allows students of all levels to participate in the game.
Description of your audience
Year 1 and 2
Motivated by fun and competitive activities.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
2 x 40 min Lesson
Game can also be used as a reward lesson and used to informally assess students.
Game Elements
D: Constraints, relationships
M: Competition, Challenges, win state.
C: Advantage over others. Winner Gets first turn of next game.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Purposefully built. includes Serious/Social Fun
Students are serious about getting the patterns right so that they can continue the game. Social because students can work together to help students who are stuck. you can only lose if you knock over the tower.
Have you filled in the evaluation? Have you found the bonus level content?
YES & YES